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A Pause in the Perpetual Rotation

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Vincent H. O'Neil

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“Putting flow-prone kids into high-flow environments means a lot of flow. Arming them with advanced flow-hacking techniques means even more. All this flow makes the activity deeply rewarding, both fulfilling a child’s innate need for autonomy, mastery, and purpose and further increasing their sense of intrinsic motivation. When Tom Schaar says, “I love being with my friends at the skate park — that’s the greatest feeling,” what he’s saying is no one has to force him to practice, the autotelic nature of the activity — the fact that it drives him into flow — is the source code of his motivation.”

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“I think most people are just trying to be happy, and that most of their actions, however misguided, are in line with that goal. Most people just want to feel they belong somewhere, want to be loved, and want to feel they're important to someone. If you really examine all the wrongheaded and messed-up things they do, they can most often be traced back to that basic desire. The abusers, the addicted, the cruel and unpleasant, the manipulators --these are just people who started this quest for happiness in the basement of their lives. Someone communicated to them through word or deed that they were undeserving, so they think they have to claw their way there over the backs of others, leaving scars and creating damage. Of course, they only create more misery for themselves and others.”

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“As highly sensitive individuals, we simply cannot stand feeling trapped, constricted or smothered in any way. We highly value our freedom and autonomy, making us particularly prone to staying single for long periods of time.”

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“In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.”

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“Come, said my Soul Such verses for my Body let us write, (for we are one,) That should I after death invisibly return, Or, long, long hence, in other spheres, There to some group of mates the chants resuming, (Tallying Earth’s soil, trees, winds, tumultuous waves,) Ever with pleas’d smiles I may keep on, Ever and ever yet the verses owning — as, first, I here and now, Signing for Soul and Body, set to them my name,”

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